Memoirs of a Maryland volunteer. War with Mexico, in the years 1846-7-8.

Appendix:-- A. List of the officers of the First battalion of Baltimore and Washington volunteers.--B. List of officers of the District of Columbia and Maryland regiment of volunteers.--C. Letter from Colonel George W. Hughes [etc.]--D. Treaty between the United States and Mexico.

Maryland, 2000. 2000 census of population and housing.

"PHC-1-22".

Assessment of impoundment and forfeiture laws for drivers convicted of DUI. Phase II report: evaluation of Oregon and Washington Vehicle Plate Zebra Sticker Laws. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

Review of Gurney's attack on Friends of Baltimore, and of their defence. "Republished from T̀he Christian Examiner and General Review', Boston.

Mode of access: Internet.

The milk supply of Chicago and Washington /

"September 28, 1911."

The background impact in HEI math lectures: an experience in math in the 1st year of Accounting and Management Degree

It is a fact, and far from being a new one, that students have been entering Higher Education courses with many different backgrounds in terms of secondary school programs they attended. The impact of these basic skills is a general and worldwide challenge, fundamentally when facing some specific “constructive” subjects like foreign languages and Mathematics. Working with students with an extensive variety of Math qualifications is an outrageous challenge when they enter an advanced Math course, leading to an almost generalized expectations’ failure - from students enrolled in course and from their teachers, who feel powerless in trying to monitor knowledge construction from completely different “starting points”. If teachers’ "haste" is average, more than half of the students do not “go along” and give up, even before experiencing any kind of evaluation procedure. On the contrary, if the “speed” is too low, others are discouraged (feeling not progressing at all) and the teacher runs the risk of not meeting the minimum objectives (general and specific) of its course, which may have a negative impact on students’ future training development. Failure in Mathematics, despite being a recurrent and global issue, does not have any “magical solution”, however, in general, teachers in this area seem untiring, searching, investigating, trying and implementing new and old “recipes” to tackle and demystify this subject. In this article we describe a project developed in a Math course, with the first year students from an Accounting and Management bachelor degree, and its outcomes since it was brought to practice, revealing its impact in students’ success, from approval to dropout rates, in this course. We will shortly describe students’ differentiated Math backgrounds, their results in a pre-assessment analysis and how we try to deal with these differences and level them up, having in mind the same “finish line”. One should never forget that all these students where officially accepted in higher education institutions, so they are ones’ reality, the reality of institutions whose name one should value and strive to defend.

Appointment of John B. Parkynn [Parkin] (J.P. Bradley’s brother) to be an Ensign of the 1st Company of the Royal Quebec Volunteers

Appointment of John B. Parkynn [Parkin] (J.P. Bradley’s brother) to be an Ensign of the 1st Company of the Royal Quebec Volunteers. This is signed by the Governor General, the Earl of Gosford and Governor General, Secretary J. Walcott, Nov. 27, 1837.

First report...; together with the minutes of evidence ... and an appendix. Session 1847...

Appendix has special t.-p. and separate paging.

Bulletin of the University of Maryland School of Medicine and College of Physicians and Surgeons.

Title from caption.

Distribution and Abundance of Juvenile Salmonids off Oregon and Washington, 1981-1985

This report is a summary of the results of 883 purse seine sets made for juvenile salmonids during 15 cruises off the coasts of Oregon and Washington during the springs and summers of 1981-1985. Juvenile coho salmon (Oncorhynchus kisutch) occurred most frequently, followed by chinook salmon (0. tshawytscha). The juveniles of these two species co-occurred more frequently than expected. Juvenile chum, pink and sockeye salmon (0. keta, O. gorbuscha, and O. nerka), steelhead (0. mykiss) and cutthroat trout (0. clarki clarki) were caught much less frequently and in lower numbers than coho or chinook salmon. We found no evidence of large schools ofjuvenile salmonids. A northerly movement of juvenile coho salmon wa~ suggested by decreased catches off Oregon and increased catches off Washington between early and late summer. Highest catch per set of juvenile coho salmon was usually found inshore of 37.2 km. Juvenile chinook salmon were usually found within 27.9 km of the coast. Juvenile salmonids were found over a broad range of surface salinities and temperatures. High catches of juvenile coho salmon occurred in both the low salinity waters of the Columbia River plume and in adjacent higher salinity waters. Preferences for specific salinities or temperatures were not obvious for any species, although catch rates of juvenile coho salmon were highest in years when chlorophyll content was also high. Based on expansions of fish with coded wire tags, we estimated that hatchery coho salmon smolts comprised 74%, on average, of the juvenile coho salmon catches. The remaining 26% were presumably wild fish or hatchery fish released as fingerlings. Hatchery coho salmon were caught roughly in proportion to the numbers released. However, hatchery fish from the Columbia River and private coastal facilities were caught at slightly higher rates while those from coastal Washington and public coastal Oregon hatcheries were caught at slightly lower rates than expected from the numbers released. No juvenile coho salmon with coded wire tags were caught that had originated from either California or Puget Sound hatcheries. (PDF file contains 88 pages.)

The State of the art in the routing and scheduling of vehicles and crews /

Mode of access: Internet.